Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way. Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave? With a highly relational approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel. They wholeheartedly foster a collaborative environment, where everyone is not only heard but also valued.
Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn. Our consistent and predictable routines ensure from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere. Low variance, knowledge rich curriculum units are building across our school and these are support by the use of evidence informed, science of learning practices which maximise the learning process. This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn. For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network. We have a strong SWPBS model that is resourced with a full time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom. The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary. Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible. Click on this SWPBS link for further information and to view videos of these processes in action.
In line with our supportive and well-resourced school, our college has experienced significant growth. Our student enrolment numbers are around 760 students, making us a beautifully sized secondary college. Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families. Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach.
Aspirant or experienced leaders wanting to join a tremendous team and who are looking for teachers with similar values: collaborative, trusting, hard-working, dedicated, committed, flexible in their thinking, open, and most importantly, a willingness to make the workplace enjoyable! Our staff bring together a mixture of skills and expertise, but all demonstrate these values and work together to support one another. Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.
At Western Port Secondary College, we strongly encourage and model work/life balance. School starts at 8:30 am and concludes at 3:00 pm. This means that on a meeting night, staff are leaving at 4:30 pm or on a non-meeting night, 3:30 pm. We aim to promote a focus on other important things, like self and family.
Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together.
We have new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds. We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation.
We encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college. You can find us at http://facebook.com/westernportSC
If after reading our profile, if you are at all interested in this exceptional opportunity, we urge you to reach out to our Principal, Chris Quinn. His passion for showcasing our school extends to providing an immersive firsthand experience of what it truly means to work at Western Port Secondary College. Scheduled tours are highly recommended for prospective candidates which will be facilitated by Chris or a member of his Principal Team.
Looking forward to meeting you.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
A Learning Specialist of Inclusion is an expert classroom practitioner who delivers high-quality, inclusive teaching and learning to meet the diverse needs of all students. They lead school-wide improvement in inclusive education by modelling evidence-based practices, building staff capability, and ensuring equitable access to curriculum for students with additional learning needs.
The Learning Specialist of Inclusion strengthens inclusive instructional practice, fosters collaborative professional growth, and ensures all students, regardless of background or ability, can access quality learning and achieve success. The Learning Specialist plays a critical role in embedding sustainable, school-wide approaches that improve outcomes for diverse learners and build a culture of equity and excellence.
Teaching and Learning
Upskill staff to track and monitor student learning data using the SPA data platform
Demonstrating high-level expertise in teaching and learning practice
Coaching ¿ pedagogy and high-quality consistency of curriculum/resources
Modelling exemplary classroom practice including through teaching demonstration lessons
Leadership
Lead the coordination and data collection of the College¿s Inclusion assessment schedule (NAPLAN, PAT, DIBELS, Acadiance, VASS)
Support Inclusion Teachers and Support Staff in curriculum construction and teaching
Support the delivery of whole school and Inclusion professional learning
Providing evidence-based feedback to teaching and inclusion support staff to inform their effectiveness and development
Supports with the timely, quality and accuracy of 5 weekly and semester-based assessment and reporting
Student Achievement
Lead 5 weekly `Inclusion Panel¿ and `Academic Panel¿ discussions, data collation, referrals and actions/outcomes
Liaises with Leading Teacher regarding `Inclusion Panel¿ and `Academic Panel¿ students ¿ to ensure a coordinated approach to agreed intervention supports
Ensure work is made available for extras where needed in conjunction with domain supports
Use the data to inform IEP goals, support MTSS, class groupings, elective and program choices, accelerated programs and senior school pathways
Attend academic SSG and meetings/conversations to support students ensuring they are in the correct pathway
School Improvement
Work with Leading Teacher to support running of ATOSS survey
Support teachers to seek, analyse and act on feedback on their practice
Support Principal Class and be an active member of the School Improvement Team
Work closely with the School Improvement Team with strategic data use and building practice excellence
Oversee how data is used for strategic planning and how it is used to inform practice at Year 7-12
Community and Engagement
Representing the school across the network as relevant
Contribute to the positive promotion of the school through newsletter, website, social media and other external opportunities
Additional tasks and roles as allocated by the Principal.
Specific Responsibilities - Inclusion Learning Specialist
Facilitate meetings with support of Leading Teacher (Whole Inclusion [fortnightly], PLCs, Staffing Pulse Checks, Inclusion Panel [5 weekly])
Collect and monitor program data with support of Inclusion Leading Teacher
Lead and manage the Safety Culture Lone Worker App
Lead, with the support the Leading Teacher and the Assistant Principal, the following programs:
Inclusion Framework including the phases of Connect, Navigate, Elevate (Primary, Junior and Senior)
THRIVE
DIP team
Inclusion Classroom Supports
Support Connect Intake Coordinator with intake and enrolment and induction of WPSC, FLO and external students into the College¿s Inclusion Framework
Manage a proportionate Inclusion Framework Teaching Caseload
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
A facilitated tour will be run by Chris and/or a member of his Principal Team on Thursday 25th June from 4pm - 5pm for prospective candidates. Please email
[email protected] to secure your place.
Shortlisted candidates will be contacted on 29th July, and interviews will be held on the 3rd and 4th of August 2026.
Whole School KPIs
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Demonstrated improvement in student learning outcomes
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Evidence of improved teaching practice across teams
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Successful application of the learning program through homegroup at relevant year level
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Oversight and responsibility of quality IEPs within Year Levels/Sub School in collaboration with relevant Leading Teacher
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Increased staff capability (measured through School Staff Survey and WPSC surveys)
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Successful implementation of AIP priorities
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Improvement in student learning data (Teacher Judgment, PAT and NAPLAN, DIBLES, Acadiance)
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Strengthened parent engagement and communication around learning outcomes
Inclusion Learning Specialist KPIs
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iPASSPORT data
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Inclusion Transition data
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Staying in Education data
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Attendance and retention data
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VPC completion rates
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Improved student Learning and Wellbeing outcomes
Targets - as outlined in SSP and AIP
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
